Education AssistantActivity and Resource Guide

IBIDS 19151

Developed byIdaho State University

Family and Consumer Sciences EducationFor Idaho Division of Professional-Technical Education

Revised June 2009

Idaho Professional Technical Education

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Course # OF0580Acknowledgements

Thanks to the following individuals for their contributions of activities, websites, lessons, and/or resources, and for their assistance in editing and revision.

Curriculum Project Director Curriculum Project AssistantJenniene Kauer, MS, Ed Admin Kathleen Whitlock, BSIdaho State University FCS ED Idaho State UniversityPocatello, Idaho Pocatello, Idaho

Cathy Nelson, Instructor Suzanne Kauer, Ph.D., editorFamily and Consumer Sciences Dixie State CollegeSugar-Salem High School St. George, UtahSugar City, Idaho

Ann Stephens, State AdministratorIdaho Division of Professional-Technical Education

Boise, Idaho

Theresa Golis, M.Ed, Program ManagerFamily and Consumer Sciences • State FCCLA Adviser

Idaho Division of Professional-Technical EducationBoise, Idaho

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The Idaho Division of Professional-Technical Education is an equal opportunity employer. Hiring is done without regard to race, color, religion, national origin, sex, age or disability. Appropriate consideration shall be given to veterans in accordance with applicable state and federal laws and regulations.

Costs associated with this publication are available from the Idaho Division of Professional-Technical Education in accordance with Section 60-202, Idaho Code.

Table of ContentsPage Number

Introduction………………………………………………………………………………………………………...5Competencies & Suggested Resources…………………………………………………………………6Activity 1 Education Career Unit…………………………………………………………………13Activity 2 Education Assistant Introductory Assignment(s)……………….…..15-20Activity 3 Guest Speaker……………………………………………………………………..………21Activity 4 Teacher Interview Questions…………….………………………………………..23Activity 5 Employability Skills.…………………………………………………………..………..25Activity 6 Defining Skills Needed in Caring Relationships…………………….………27Activity 7 Teach and Train STAR Events…….………………………………………………..29Activity 8 Add a Word..……………………………………………………………………………….31Activity 9 Education Assistant Presentation………………………………………….…….34Activity 10 Keeping the Job.………………………………………………………………………….37Activity 11 12 Principles of Child Development…………………………………………….39Activity 12 Grade Level Paper.………………………………………………………………........40Activity 13 A Safe Place…………………………………………………………………………………42Activity 14 Multiple Intelligences………………………………………………………………….44Activity 15 Encouragement or Praise? Positive Guidance………………………..50-55Activity 16 Lesson Plan Outline.…………………………………………………………………….56Activity 17 How do I Deal with the Child who ______?…………………………………58Activity 18 Concerning Student Safety……………………………….……………………….…59Activity 19 Computer Lab Research…………………………..……...………………………….60Activity 20 Ethics…………………………………………………………………………………………...61Activity 21 Guest Speaker/Child Services…………………………………………………….…62Activity 22 Leadership Styles…………………………………………………..……..……………..63Activity 23 Word Search for Leadership………………………………….……………………..65Activity 24 Lesson of Concern…………………………………….………………………………….68Activity 25 Diversity……………………………..………………………………………………………..70Activity 26 Back-2-Back Drawing…………………………………………………………………….72Activity 27 Service Learning………………….………………………………………………………..73Activity 28 Education Assistant Training Agreement…..………….……………………..76Activity 29 Art Ideas……………..……………………………………………………………………....81Activity 30 Human Foosball…………………………………………………………………………...83Activity 31 Education Assistant Trimester/Semester Project………………………..86Activity 32 Education Assistant Self-Evaluation..…………….……………………………..89Activity 33 Accountability sheet…………………………………………………………………....91Activity 34 Example of Portfolio Content.………………………………………………………92Activity 35 Example of Portfolio Grading Rubric…………………………………………....95Appendix A Education Assistant Course Outline (Sample)……………………………...98Appendix B Education Assistant Contract (Sample)……………………………………..…99Appendix C Education Assistant Weekly Assignment Schedule (Sample)……..100

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Introduction

The purpose of the following materials is to provide guidance to teachers of the Education Assistant course. The development of resources and activities is a basis for planning an experience that exposes students to knowledge and skills common to a career in a human services field. These materials were chosen to help students understand what is required in a human services career and enable students to gain the skills needed to reach the goals of this course.

Course Description

The Education Assistant Program provides high school students with an opportunity to interact with students and support a classroom teacher. In this capacity, the student will be able to

Observe students in classroom situations. Work one-on-one with students from diverse populations. Assist with both small and large groups of students. Observe and demonstrate professional practices.

This class is part of the recommended course selections within the Human Services area and may articulate to a post-secondary education program. Family, Career, and Community Leaders of America (FCCLA) activities are a part of the program.

Delivery of the Education Assistant Curriculum

The Family and Consumer Sciences (FCS) teacher prepares the FCS student for placement in a classroom. Instruction will provide an orientation prior to placement as well as ongoing training. The FCS instructor will maintain continual contact with the students during their classroom placements and with the classroom teacher. A portfolio is an exiting requirement.

Teacher Qualifications

The teacher must be certified in secondary education with an endorsement in Family and Consumer Sciences. Additional education or experience as a preschool or elementary teacher or as a classroom paraprofessional would provide an added value component to this program.

Length and Level of this Course

After meeting the pre-requisites, this is a one-year capstone course (two semesters or three trimesters) which may be repeated for additional credits based on the student learning plan.

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Recommended Resources

Career Preparation: Human Services MPU from CEV Multimedia, Ltd. ISBN: 9781603330275.

Family, Career, and Community Leaders of America (FCCLA) activities: http://www.fcclainc.org/content/lesson-plans--activities

From School to Work (2009) by Littrell, Lorenz, and Smith from Goodheart-Wilcox. ISBN 978-1-59070-936-8.

Working With Young Children by Herr (2008) from Goodheart-Wilcox. ISBN 978-1-59070-813-2.

Career Cluster

This course is recommended as work-based experience for students who want to further explore careers in the field of human services. Placement options are with elementary schools. Possible career options include:

Early childhood Development and ServicesAssistant Director, Child Care Facilities Parent EducatorNanny Child Care Assistant WorkerPre-school or Kindergarten Teacher Teacher’s AssistantDirector, Child Care Facilities Special Education Teacher

Counseling and Mental Health ServicesCareer Counseling Marriage, Child, and Family CounselorRehabilitation Counselor Clinical Counseling PsychologistSchool Counselor Mental Health CounselorHIV/AIDS Counselor Residential CounselorChild, Family, or School Social Worker Substance Abuse & Behavioral Disorder Counselor

Family and Community ServicesAdult Daycare Worker Director, Religious Activities/Educational ProgramsGrief Counselor Community Service DirectorCoordinator of Volunteers Genetic Science WorkerExtension Educator Emergency Relief WorkerSocial and Human Services Assistant Social Services WorkerSocial and Community Service Managers

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Competencies and Suggested Resources

Competencies for the Education Assistant curriculum are listed below along with corresponding sample activities and other resources. This is only a guide; it should not limit other possible combinations and should be used only as a reference.

1.0 Explore Career opportunities linked to Education Assistant.1.1 Career exploration: analyze and define aspects of employment as an Education

Assistant.1.2 Identify and explore various career paths within all aspects of Human Services.1.3 Analyze responsibilities, qualifications, and job-outlook for specific careers.

RESOURCES:

Activity Guide1.0 Activity 1, 2, 3, 4, 9, 10, 211.1 Activity 2, 1, 91.2 Activity 3, 1, 2, 4, 91.3 Activity 4, 1, 2, 3, 9, 10 , 21

Textbooks and books Sproles, E. K., Sproles, G. B. (2000). Careers serving families and consumers. Upper

Saddle River, NJ: Prentice-Hall, Inc. Stephens, K., Hammonds-Smith, M. (2004). Child and adult care professionals. Peoria,

IL: Glencoe/McGraw-Hill.

Guest Speakers Children’s camp director Child-life specialist Director of child care facility Psychologist Social worker

Websites Bureau of Labor statistics http://www.bls.gov Idaho Career Information System http://www.cis.idaho.gov Family, Career and Community Leaders of America, Inc. www.fcclainc.org

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2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring Human relationships.2.2 Complete and evaluate a personal assessment of employability skills.2.3 Define and consider diverse populations relating to the classroom and employment

situations.2.4 Demonstrate professional practices relating to Education Assistant.2.5 Demonstrate skills needed to maintain employment.

RESOURCES:

Activity Guide2.0 Activity 5, 2, 3, 6, 7, 8, 9, 10, 11, 13, 152.1 Activity 6, 2, 3, 5, 7, 8, 9, 11, 13, 152.2 Activity 7, 5, 6, 8, 102.3 Activity 8, 5, 6, 7, 132.4 Activity 9, 5, 6, 7, 8, 10, 152.5 Activity 10, 5, 6, 7

Textbooks and books Herr, J., Larson, Y. L. (2009). Creative resources for the early childhood classroom (5th

ed.). Clifton Park, NY: Thompson Delmar Learning. Littrell, J. J., Barr, P.S., Clasen, A. H. (2009). From school to work (8th ed.) ISBN: 978-1-

59070-936-8 From school to work, 8th Edition Student Workbook ISBN: 978-1-59070-938-2

Sproles, E. K., Sproles, G. B. (2000). Careers serving families and consumers. Upper Saddle River, NJ: Prentice-Hall, Inc.

Guest Speakers Employers in businesses, education, etc. Teacher A long time employee of a business or profession. Recruitment specialist or human resource director. Social worker. School counselor. Panel of educators or others involved in the community.

Websites Activities www.activitelearning.org

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3.0 Demonstrate classroom skills.3.1 Review and reinforce concepts of Child Development.3.2 Explain aspects of and maintain a safe learning environment for children.3.3 Identify, compare, and contrast various learning styles.3.4 Integrate classroom management skills including the use of positive guidance and

classroom rules.3.5 Develop age-/developmentally-appropriate lesson plans including use of appropriate

activities.

RESOURCES:

Activity Guide3.0 Activity 11, 9, 12, 13, 14, 15, 16, 17, 263.1 Activity 12, 11, 163.2 Activity 13, 9, 11, 15, 173.3 Activity 14, 11, 263.4 Activity 15, 133.5 Activity 16, 12, 14, 15, 29, 31

Textbooks and books Chamberlain, V. M., Cummings, M. N. (2003), Creative instructional methods for family

& consumer sciences, nutrition & wellness. Peoria, IL: Glencoe/McGraw-Hill. Herr, J., Larson, Y. L. (2009). Creative resources for the early childhood classroom (5th

ed.). Clifton Park, NY: Thompson Delmar Learning. Platz, D. N. (2005). Creative resources for school-age programs. Clifton Park, NY:

Thomson Delmar Learning. Wong, H., Wong, R. T. (2005). The first days of school. Mountain View, CA: Harry Wong

Publications, Inc.

Guest Speakers Day care provider (licensed) Elementary school teacher Head start teacher Kindergarten teacher Special education teacher

Websites Utah Education Network http://www.uen.org/Lessonplan/LPview.cgi?core=20

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4.0 Explore and integrate ethical and legal concepts related to leadership and classroom behavior and tolerance.

4.1 Students must comply with any school district issues/rules of background check, drug-testing, or other policies concerning student safety.

4.2 Examine federal, state, and local regulations and policies governing child services.4.3 Examine/analyze ethics as they pertain to child services.4.4 Explore legal issues surrounding education and/or child services.

RESOURCES:

Activity Guide4.0 Activity 17, 18, 19, 20, 214.1 Activity 18, 204.2 Activity 194.3 Activity 20, 17, 194.4 Activity 21, 17

Textbooks and books Berry, J. (1988) A children’s book about being bullied (also mean, teasing). Danbury, CT:

Grolier Enterprise, Corp. Department of Education, State of Idaho, Professional Standards Commission. (2006).

Code of Ethics for Idaho Professional Educators.

Guest Speakers Health & Welfare child care worker Human resource director (school district) School principal/assistant principal/discipline School safety officer

Websites Code of Ethics for Idaho Professional Educators

http://www.sde.idaho.gov/site/teacher_certification/docs/Ethics2006.pdf Tools for Teams http://www.teampedia.net

Video/DVD Gum in My Hair (how to cope with a bully) (2003). Seattle, WA: Twisted Scholar, Inc.

Ages 8-14, 20 minutes. To order: (888) 949-2628.

5.0 Practice and model leadership skills.

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5.1 Identify leadership characteristics.5.2 Exemplify behavior characteristics of problem-solving and critical thinking.5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially

considering diverse populations.5.4 Identify and understand teamwork and networking.5.5 Participate in a service learning project.

RESOURCES:

Activity Guide5.0 Activity 22, 8, 9, 11, 14, 18, 19, 20, 24, 25, 265.1 Activity 23, 20, 22, 275.2 Activity 24, 22, 25, 275.3 Activity 25, 8, 9, 11, 14, 18, 24, 275.4 Activity 26, 19, 275.5 Activity 27, 9, 24, 31

Textbooks and books Chamberlain, V. M., Cummings, M. N. (2003), Creative instructional methods for family

& consumer sciences, nutrition & wellness. Peoria, IL: Glencoe/McGraw-Hill. Wood, J. W. (2006). Teaching students in inclusive settings. Upper Saddle River, NJ:

Pearson Education, Inc.

Guest Speakers Athletic director Director of a homeless shelter Mayor City librarian or other community worker.

Websites Find topics and service guide downloads at http://servicelearning.org Find volunteer opportunities for service at http://servenet.org Parents, kids and educators work together to solve bullying and other disrespectful

behavior. http://www.operationrespect.org Find volunteer opportunities and how to earn a Presidential Service Award.

http://presidentialserviceawards.gov

6.0 Participate in a practicum (Partner with professionals).6.1 Apply planning skills.

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6.2 Demonstrate teamwork and classroom management skills.6.3 Teach lessons and/or conduct workshops using teaching aids.6.4 Use the concepts of follow-up and evaluation to determine strengths and weaknesses of

student performance and learning activity plans (LAP).6.5 Assist teacher with clerical duties and record keeping.6.6 Assist in one-on-one, small-group, and whole/large-group activities.6.7 Assist with extracurricular activities and/or activities such as playground, music,

lunchroom, field trips, etc.

RESOURCES:

Activity Guide6.0 Activity 28, 2, 8, 9, 11, 16, 246.1 Activity 29, 9, 11, 16, 24, 28, 30, 326.2 Activity 30, 2, 8, 9, 24, 296.3 Activity 31, 9, 11, 16, 24 6.4 Activity 32, 246.5 Activity 336.6 Activity 33, 9, 246.7 Activity 33, 24

Textbooks and books Career Preparation: Education & Training MPU 9781603330244 Career Preparation: Human Services MPU 9781603330275 Littrell, J. J., Barr, P.S., Clasen, A. H. (2009). From school to work (8th ed.) ISBN: 978-1-

59070-936-8 From school to work, 8th Edition Student Workbook ISBN: 978-1-59070-938-2

Guest Speakers Elementary school teacher School secretary School librarian

Websites My Pyramid: Helping kids be fit for life. www.mypyramid.org Utah Education Network http://www.uen.org/Lessonplan/LPview.cgi?core=20

7.0 Use resources and skills to develop and present orally, a portfolio of work completed within the practicum.

7.1 Complete a portfolio (contents will be delineated).

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7.2 Present individual portfolios orally.

RESOURCES:

Activity Guide7.0 Activity 347.1 Activity 347.2 Activity 35

Textbooks and books Career Preparation: Education & Training MPU 9781603330244 Career Preparation: Human Services MPU 9781603330275 Chamberlain, V. M., Cummings, M. N. (2003), Creative instructional methods for family

& consumer sciences, nutrition & wellness. Peoria, IL: Glencoe/McGraw-Hill. Littrell, J. J., Barr, P.S., Clasen, A. H. (2009). From school to work (8th ed.) ISBN: 978-1-

59070-936-8 From school to work, 8th Edition Student Workbook ISBN: 978-1-59070-938-2

Sproles, E. K., Sproles, G. B. (2000). Careers serving families and consumers. Upper Saddle River, NJ: Prentice-Hall, Inc.

Guest Speakers Human resource director High school art or business teacher

Websites Utah Education Network http://www.uen.org/Lessonplan/LPview.cgi?core=20

Activity 1 Education Career Unit

Learning outcomes fulfilled by this activity: 1.0 Explore Career opportunities linked to Education Assistant.

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Also:1.1 Career exploration: analyze and define aspects of employment as an Educational assistant.1.2 Identify and explore various career paths within all aspects of human services.1.3 Analyze responsibilities, qualifications, and job-outlook for specific careers.

Return to Table of Contents (TOC)

Education Career Unit

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Using the Career Information System (CIS) at www.idahocis.org (user name and password may be obtained from your school), complete the career focus under Exploration. Keep in mind that your responses will filter out possible career choices. Print after you are finished.

Return to the CIS home page and click on occupations. Enter in a keyword search for education. Choose at least three possible educational careers of interest from the list.

Complete a fact sheet summary, one for each education career you have chosen. Please include the following information:

o current employment demands and the future job outlook (future employment possibilities)

o salary and pay rangeo general job descriptiono specific and common activities performed on the jobo working conditionso licensing and certification requirementso hiring practiceso required knowledge, skills, and abilitieso preparation—education and trainingo where you can get the training

Research the technical training facility or university of interest to you and complete an information sheet in an outline or bullet format addressing the following points:

o top education career interesto institution name that offers a degree in your career interesto major course requirements in addition to the general requirementso current tuition costso how long it would take to finisho where the school is located

CIS GRADING CRITERIA:Completed a realistic and thorough information sort 0 4 6 8 10 12

Completed a thorough fact sheet for each educational career choice 0 12 18 24 30 36

Completed a thorough institution fact sheet 0 8 12 18 24 30

TOTAL YOUR SCORE _____/78Activity 2 Education Assistant Introductory Assignment(s)

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Learning outcomes fulfilled by this activity:1.1 Career exploration: analyze and define aspects of employment.

Also:1.0 Explore Career opportunities linked to Education Assistant.1.2 Identify and explore various career paths within all aspects of human services.1.3 Analyze responsibilities, qualifications, and job outlook for specific careers.

2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.

6.0 Participate in a practicum (partner with professionals)6.2 Demonstrate teamwork and classroom management skills.

Return to TOC

Education Assistant (EA)

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Introductory Assignment A

Please type and double-space this assignment. It will be placed in your portfolio.

Characteristics of a Successful Teacher1. From the handout, select ten characteristics of a successful teacher. Then

explain, in paragraph form, why each characteristic would help you be a successful teacher. List the characteristic at the beginning of each paragraph. (100 points)

A Student is…2. From the handout, select five statements about students. Then, in

paragraph form, explain each statement. List each statement at the beginning of the paragraph explaining it. (50 points)

Due: ___________

150 points possible. Your points _____ Letter grade _____

Name: _________________________ Date: __________ Period: _______

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Characteristics of a Successful TeacherA successful teacher…

is fond of children

relates easily and spontaneously to others

is a patient, confident, and caring individual

is a positive, happy individual

is dependable and reliable

makes friends easily

possesses a sense of humor

is flexible and adapts well to the requirements of others

accepts children’s strong emotions such as anger, love, and wonder

takes initiative in the classroom

has knowledge in curriculum, child growth and development, and child guidance

keeps abreast of changes in the field by reading and attending conferences, seminars, and courses

desires continuous learning

enjoys challenges and problem-solving

can juggle several activities at a time

feels rewarded by progress even if it is minimal

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A student…

is the most important person in our business

is not dependent on us, we are dependent on him

is not an interruption of our work, she is the purpose of it

is part of our business, not an outsider

is not a cold statistic; she is a flesh and blood human being with feelings and emotions like our own

is not someone to argue or match wits with

is a person who brings us his wants, and it is our job to fill those wants

deserves the most courteous and attentive treatment we can give

is the life-blood of this and every other institution

Education Assistant (EA) Introductory Assignment B

Please type and double-space this assignment. It will be placed in your portfolio.

If I Were the Teacher1. Pretend you are the teacher. Decide what you would do to foster good

communication. Your answer must be in paragraph form including at least three to four full sentences per paragraph. (90 points)

Suggestions for Talking with a Child

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2. From the handout, select six suggestions then explain each statement in paragraph form (a paragraph consists of at least three-four full sentences). Explain why each suggestion is important when talking with a child. (60 points)

Due: ___________

150 points possible. Your points _____ Letter grade _____

Suggestions for Talking with a Child

1. Get down at the child’s level and as close to his or her ears as possible.

2. Maintain eye contact with the child throughout the conversation.

3. Let your face and voice tell the child that what you are saying or doing is important or

interesting and fun.

4. Provide honest answers to the child’s questions.

5. Use reminders rather than questions when children forget or refuse to follow directions.

6. Use short, simple sentences or directions.

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7. Talk about the here and now.

8. Talk about what the child is seeing or doing or what the child is interested in.

9. Say the obvious.

10. Everything has a name use it.

11. Put the child’s feeling into words.

12. Use new words over and over again.

13. Take a child’s short response and put the response back into a whole sentence.

14. Model Standard English rather than chastising a child for incorrect usage.

15. Use a variety of sentence forms.

16. Expand a child’s thoughts by adding more information

17. Tell the child what you want him or her to do and not what you don’t want him or her to do.

18. Make statements that will encourage the child to continue his or her desirable activity.

19. Praise children for efforts as well as accomplishments.

20. Provide simple explanations to a child’s questions.

21. Explain the anticipated consequences of specific behaviors.

22. Speak distinctly and use correct grammar

23. Never talk about a child when the child or other children are present.

24. Talk with the children and not other staff during program hours unless the conversation is

related to immediate program activities.

25. Ask questions that will make a child respond with something other than “yes” or “no.”

26. Use phrases such as “tell me…”

Education Assistant (EA) Introductory Assignment C

Please develop a poster about the EA program.

The poster needs to:

(20) be colorful _____

(20) be neatly done _____

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(15) have a border _____

(15) be a standard size poster board _____

(20) have a title and information—typed _____

The poster must explain the following:

(20) how the EA program works _____

The benefits of the program _____

What you like best _____

150 points possible

Your points _____ letter grade _____

Activity 3 Guest Speaker

Learning outcomes fulfilled by this activity:1.2 Identify and explore various career paths relating to Education Assistant with Human Services.

Also:1.0 Explore career opportunities linked to Education Assistant.1.3 Analyze responsibilities, qualifications, and job-outlook for specific careers.

2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.

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Guest Speaker

Give, or have the students come up with, a list of people in their community who work in a human services field. From the list, have the students choose, then invite the person(s) to come to the classroom to speak about his/her career path. (For suggestions of guest speakers, see page six.)

Questions for speaker: What is your job title? How long have you worked in this position? What are your duties? What is your educational background? How many years of schooling are needed for this position? Is there an internship or do you recommend an internship for this position? What is the starting pay for this position? With what population is your main interaction: Children? Elderly? Adults? Youth? How much of your time is given to this job after hours? Is there a lot of overtime? Do

you have adequate family/personal time? Is this a challenging position? What are the dynamic features of this job? Is it the same thing daily? Other questions as pertinent.

Return to TOCActivity 4 Teacher Interview Questions

Learning outcomes fulfilled by this activity:1.3 Analyze responsibilities, qualifications, and job-outlook for specific careers.

Also:1.0 Explore career opportunities linked to Education Assistant.1.2 Identify and explore various career paths relating to Education Assistant with Human Services.

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Return to TOC

Teacher Interview Questions

Interviewed: ____________________________________ 80 points possible (4 points each)

What classes did you take in college that you feel have benefitted you and helped prepare you for teaching?

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What made you decide to major in education?

What grade level teacher inspired you the most? How?

What is your least favorite thing about teaching?

If you could change anything from the past that would better prepare you for where you are today for teaching, what would it be?

What is your favorite school subject to teach? Why?

What grade level do you want to teach? Why?

Do you have close family or relatives that are teachers?

What would you say is the key to being a successful teacher?

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What is the hardest part of majoring in education (classes, assignments, etc.)?

In how many classes were you an Ed. Asst.?

What do you think about the saying, “Those who can, do; those who can’t, teach”?

What do you think about the No Child Left Behind Act?

What is the most rewarding part of teaching?Activity 5 Employability Skills

Learning outcomes fulfilled by this activity:2.0 Demonstrate personal and employability skills.

Also:2.1 Identify and define skills needed for successful and caring human relationships.2.2 Complete and evaluate a personal assessment of employability skills2.3 Define and consider diverse populations relating to the classroom and employment situations.2.4 Demonstrate professional practices relating to Education Assistant.2.5 Demonstrate skills needed to maintain employment.

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Employability Skills?

As a class list at least 10 questions you would like to have answered relating to personal and employability skills. Invite a guest speaker (employer), or have the students interview an employer, to answer the questions, and then discuss the answers in class. Sample questions might include:

1. What are your expectations for an employee?

2. How important is attendance at work?

3. What qualities do you look for in an employee?

4. What are some bad habits an employee should avoid?

5. What do you look for regarding an employee’s attitude?

6. In what ways does an employee’s dress/grooming affect the job? What level of professionalism do you expect concerning dress and grooming?

7. What do you look for when interviewing for a job?

8. What kind of communication skills do you expect an employee to have?

Return to TOC

Activity 6 Defining Skills Needed for Successful and Caring Human Relationships

Learning outcomes fulfilled by this activity:2.1 Identify and define skills needed for successful and caring human relationships.

Also:2.0 Demonstrate personal and employability skills.2.2 Complete and evaluate a personal assessment of employability skills2.3 Define and consider diverse populations relating to the classroom and employment situations.2.4 Demonstrate professional practices relating to Education Assistant.2.5 Demonstrate skills needed to maintain employment.

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Answers to the following page:1. caring2. patience3. tolerance4. helping5. sharing6. cooperation7. listening8. communication9. respect10. sense of humor11. fun12. nurture13. happy14. cheerful15. work16. goals17. financial planning18. self-control19. self-esteem20. service

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Defining Skills Needed for Successful and Caring Human Relationships

1. Showing concern ____ ____ ____ ____ ____ ____ 2. Capacity for waiting ____ ____ ____ ____ ____ ____ ____ ____

3. Acceptance of different views ____ ____ ____ ____ ____ ____ ____ ____ ____

4. Serving or assisting someone ____ ____ ____ ____ ____ ____ ____

5. Use something along with others, take responsibility together ____ ___ ____ ___ ___ ____ ___

6. Working together ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

7. Make a conscious effort to hear ____ ____ ____ ____ ____ ____ ____ ____ ____

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8. Exchange of information ____ ____ ____ ___ ____ ____ ___ ___ ____ ___ ___ ____ ___

9. Esteem ____ ____ ____ ____ ____ ____ ____

10. The ability to see that something is funny or enjoy things that are funny

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

11. Amusement ____ ____ ____

12. Encourage somebody to flourish ____ ____ ____ ____ ____ ____ ____

13. Feeling pleasure or satisfaction ____ ____ ____ ____ ____

14. Bright and pleasant ____ ____ ____ ____ ____ ____ ____ ____

15. Duties or activities that are part of a job or home life ____ ____ ____ ____

16. Targets to reach ____ ____ ____ ____ ____

17. Ability to control spending and saving ____ ____ ____ ____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____ ____ ____

18. The ability to control your own behavior ___ ___ ___ ___ - ___ ____ ___ ___ ___ ___ ___

19. Confidence in your own merit as an individual person ___ ___ ___ ___-___ ___ ___ ___ ___ __

20. An action done to help somebody or as a favor to someone ___ ___ ___ ____ ____ ____ ____

Activity 7 Teach and Train (Education Assistant)

Learning outcomes fulfilled by this activity:2.2 Complete and evaluate a personal assessment of employability skills.

Also:2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.2.3 Define and consider diverse populations relating to the classroom and employment situations.2.4 Demonstrate professional practices relating to Education Assistant.2.5 Demonstrate skills needed to maintain employment.

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Return to TOC

Teach and TrainCareer Exploration and Self-Assessment

Summary Page

Name: _______________________________________ Period: ___________

Directions: Career Exploration and Self-Assessment summary should not exceed two pages in length. Use this outline, with these headings, in this order, when preparing Career Exploration and Self Assessment Summary Pages. Answers to these questions may be comprehensive and include data and resources for the information.

Career Exploration:

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1. What are the requirements (college degree, certification and physical, psychological,

practice teaching) of this education career?

2. What is your plan for higher learning?

3. What skills are needed for this career?

4. What education path will be needed for this career?

5. What is the current job outlook for this career?

6. Who could be a mentor to you in this career pursuit?

7. What are the professional advancement opportunities of this career?

Self Assessment:

8. What personal interest do you have in this career?

9. What personal skill inventory do you have that indicates that you might be suited to this

career choice?

10. Why do you value this career?

11. What learning style do you have that would suit this career?

12. Describe why a career in education or training appeals to you.

13. What other aspects of your self assessment have you considered?

Source: Start Events Manual © Family, Career and Community Leaders of America, Inc. www.fcclainc.org

Activity 8 Add a Word

Learning outcomes fulfilled by this activity:2.3 Define and consider diverse populations relating to the classroom and employment situations.

Also:2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.2.2 Complete and evaluate a personal assessment of employability skills2.4 Demonstrate professional practices relating to Education Assistant.

5.0 Practice and model leadership skills.

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5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially considering diverse populations.

6.0 Participate in a practicum (partner with professionals).6.2 Demonstrate teamwork and classroom management skills.

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Add a WordOverview & PurposeWhen there is a problem to solve or a discussion about a topic, the more people that provide input the better the outcome. People bring a wide variety of experience to any given situation. These experiences can help us see things in a different light or provide a different viewpoint. If everyone works alone with only his/her own experiences to draw upon, then she has a very narrow reservoir of knowledge to draw upon. Even if they work with others who have had the same kinds of experiences and background that he/she has, the pool of knowledge is still somewhat limited.

Additional options see Dynamic Leadership teambuilding activity Importance of Diversity and Working together

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Materials Needed Paper Pencils Stop watch, or watch with second hand

Activity Timeframe 15 -20 minutes

Activity Divide the group into teams of four. Give each team a piece of paper and a pencil/pen. Explain

that the object of this activity is for each team to create the longest sentence that they can. You will give them the first few words to the sentence. Each person will then take turns adding one word at a time to the sentence. The sentence must make sense and it must come to a logical ending. The paper and pencil must be passed from person to person as they add their word. They may not talk at all during this part of the activity. They will have 60 seconds to complete their sentence. Call out the time so they will know how long they still have to write.

After you have called time, have each group count up the number of words they used including the words that you gave them to start with. Have them write this number to the side of their sentence. Have each group tell how many words they used. Ask for volunteers to read their sentence aloud. Repeat this process three or four times.Here are some sentence starters:One dark night… A woman screamed… People who are… In my high school…If I could only… A loud crash… The next time…

After you have completed three or four rounds, change the rules. This time the paper and pencil must still be passed from one person to another and each person may still only add one word at a time, but the group may talk among themselves to make suggestions on the next word. Once again only give them 60 seconds to create their sentence. Call out elapsed time. When time has ended, have groups read their sentence aloud and tell how many words are used. Repeat this portion of the activity twice. You will notice an increase in the number of words they used in the sentences from when they were not allowed to talk.

Activity Wrap-up(Discuss outcomes, give examples…)Discussion Ideas:1. How well did your team do when you couldn’t talk?2. How easy was it to figure out which word to use next?3. How much pressure did you feel when it was your turn? Explain.4. How did the activity change for you when the group could talk?5. Was your team able to create longer sentences when they could talk? Why or why not?6. How much pressure did you feel when the group could make suggestions? Explain.7. When you have a problem to solve, how much help is it to have someone else give you suggestions?

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8. Will a greater number of people always make it easier to solve a problem? Why or why not?9. How can people with different backgrounds than yours help you solve a problem?10. Why would it be important for people of different backgrounds to work together on problem solving?11. What could someone from a different culture provide that you couldn’t?12. How do different viewpoints help solve problems?

Source: Activities That Teach by Tom Jackson (www.active learning.org)

Source: Retrieved May 1, 2009 from http://www.fcclainc.org/assets/files/pdf/programs/lessonplansactivities/add_a_word.pdf Prepared By: Pam Vascocu Chapter: Castor High FCCLA State: LAActivity 9 EA Presentation

Learning outcomes fulfilled by this activity:2.4 Demonstrate professional practices relating to Education Assistant.

Also:1.0 Explore Career opportunities linked to Education Assistant.1.1 Career exploration: analyze and define aspects of employment as an Educational Assistant.1.2 Identify and explore various career paths within all aspects of Human Services.1.3 Analyze responsibilities, qualifications, and job-outlook for specific careers.

2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.

3.0 Demonstrate classroom skills.

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3.2 Explain aspects of and maintain a safe learning environment for children.

5.0 Practice and model leadership skills.5.3 Exemplify behavior characteristics of problem-solving and critical thinking5.5 Participate in a service learning project.

6.0 Participate in a practicum (partner with professionals).6.1 Apply planning skills.6.2 Demonstrate teamwork and classroom management6.3 Teach lessons and/or conduct workshops6.6 Assist in one-on-one, small group, and whole/large-group activities.

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Education Assistant PresentationWith the elementary school teacher’s permission, prepare and present to the elementary students an activity of the teacher’s choice. As you prepare, consider carefully elements of professionalism:

Professional: choose an objective coordinate the activity with the

objective have materials prepared involve all students assess learning

make adaptations for students who may not hear, or who may have other special needs for this activity

Personal: dress appropriately speak clearly use a good volume

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demonstrate what you want the children to do, when appropriate

smile

The following activity is given as an example.

Activity: Ears are for listening:Make a sound recording. Students will need to listen carefully to identify the sounds.Begin by whispering some instructions to the children such as, “if you can hear me, place your right pointer finger by your nose;” pause while students comply with your request. “If you can hear me, place your other hand on your knee;” pause. “If you can hear me, use both hands to point to the part of your body you are using use to hear me;” pause.

Examples: knocking wind chimes fan refrigerator running washer/dryer telephone ringing tea kettle whistling water boiling door shutting/opening

running water cat or dog clock ticking popcorn popping toilet flushing doorbell car horn zipper pulling up or down lawn mower

Make a list, or have the students make a list, of what sounds they hear. After they have chosen, correctly identify each sound. Discuss with the students that listening makes it possible for us to know what is happening around us. When we hear water boiling, what could that mean? Perhaps someone is making hot cocoa, or maybe someone is going to cook something good to eat with boiling water. A door opening or shutting could mean a parent is home from work or that it is too hot/cold inside. A car horn can mean someone is waiting for you, or it can warn another driver that it is there.

Have students suggest other sounds that tell us of something that is happening. For instance, if they hear a siren, what could it mean? A bell? A loud thump? Someone shouting, “Look out!”

How do we use our ears to listen in the following situations: in the classroom at home with a friend in a movie theater or concert

Discuss that there are times for listening which means we must be quiet. We cannot hear when there are loud noises. Have two students demonstrate how to listen. First have them both talking at the same time. Could either one tell what the other one was saying?

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Assessment (example):Have the students draw a picture of what they learned about listening. It could be a picture from a real event in their lives when they listened or perhaps a situation when they should listen (example: during school); or a time when listening warned them of something such as a fire drill or an ambulance.

Activity 10 Keeping the Job

Learning outcomes fulfilled by this activity:2.5 Demonstrate skills needed to maintain employment.

Also:1.0 Explore career opportunities linked to Education Assistant.1.3 Analyze responsibilities, qualifications, and job outlook for specific careers.

2.0 Demonstrate personal and employability skills.2.2 Complete and evaluate a personal assessment of employability skills2.4 Demonstrate professional practices relating to Education Assistant.

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Return to TOC

Name: _________________________Date: _________ Period _________

Keeping the JobIf you were an employer, tell why you would want your employees to have the following characteristics:

1. Positive attitude: ___________________________________________________________________________________________________________________________________________

2. Punctuality: _______________________________________________________________________________________________________________________________________________

3. Good health & fitness: ______________________________________________________________________________________________________________________________________

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4. Honesty: __________________________________________________________________________________________________________________________________________________

5. Courteousness:_____________________________________________________________________________________________________________________________________________

6. Neat & clean appearance: ___________________________________________________________________________________________________________________________________

7. Initiative (ability to act on your own): __________________________________________________________________________________________________________________________

8. Ability to work with others: __________________________________________________________________________________________________________________________________

9. Good work habits: _________________________________________________________________________________________________________________________________________

10. (Your suggestion): _________________________________________________________________________________________________________________________________________

Activity 11 12 Principles of Child Development and Learning

Learning outcomes fulfilled by this activity:3.0 Demonstrate classroom skills.

Also:2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.

3.0 Demonstrate classroom skills.3.1 Review and reinforce concepts of Child Development.3.2 Explain aspects of and maintain a safe learning environment for children.3.3 Identify, compare and contrast various learning styles.

5.0 Practice and model leadership skills.5.3 Exemplify behavior characteristics of problem-solving and critical thinking

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6.0 Participate in a practicum (partner with professionals).6.1 Apply planning skills.6.3 Teach lessons and/or conduct workshops

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12 Principles of Child Development and LearningFrom the National Association for the Education of Young Children (NAEYC)

1. Domains of children’s development, physical, social, emotional and cognitive, are closely related. Development in one domain influences and is influence by development in other domains.

2. Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired.

3. Development proceeds at varying rates from child to child and is not uniform within different areas in which a child functions.

4. Early experiences have both cumulative and delayed effects on individual children’s development; optimal periods exist for certain types of development and learning.

5. Development proceeds in predictable directions toward greater complexity, organization, and internalization.

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6. Development and learning occur in and are influence by multiple social and cultural contexts.

7. Children are active learners, drawing on direct physical and social experiences as well as culturally transmitted knowledge to construct their own understandings of the world around them.

8. Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in.

9. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as a reflection of their physical development.

10. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery.

11. Children demonstrate different modes of knowing and learning and different ways of representing what they know.

12. Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure.

Assign students to choose and evaluate at least one of the above statements. Present their evaluations to the class. How would you use the concepts of the statement in the classroom?

Activity 12 Grade Level Paper

Learning outcomes fulfilled by this activity:3.1 Review and reinforce concepts of Child Development.

Also:3.0 Demonstrate classroom skills.3.5 Develop age/developmentally appropriate lesson plans including use of appropriate activities.

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Grade Level Paper

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The paper is should be written about the age or grade level of the class in which you are working.

1. Prepare a two-page report. It must be word processed using Times New Roman size 12 font, double-spaced. (30 points) Identify the age or grade level.

2. Summarize the four main child development areas of this age or grade level. (40 points) Physical development Mental or intellectual development Emotional development Social development

3. You must have three references which can include your textbook and the Age Characteristics handout. (30 points) Create a Works Cited page.

4. Due at the beginning of class on (due date).

100 points possible Your points: _____ Letter grade _____

Comments:

Activity 13 A Safe Place

Learning outcomes fulfilled by this activity:3.2 Explain aspects of and maintain a safe learning environment for children.

Also:2.0 Demonstrate personal and employability skills.2.1 Identify and define skills need for successful human relationships.2.3 Define and consider diverse populations relating to the classroom and employment situations.

3.0 Demonstrate classroom skills.3.4 Integrate classroom management skills including the use of positive guidance and classroom rules.

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A Safe Place

Identify and/or review safety issues of concern at the elementary school.o What are the rules the school has in place to keep students safe? The EA must

enforce, follow, and encourage elementary students to follow all rules at the elementary school.

o Are there other issues of safety that you can identify in the classroom?

Safety of the EA student is also of utmost concern. The EA student must follow school rules of both schools, but also should be made aware of self-protection issues:

o never be alone with a student, always be with otherso no full-body hugs, etc.

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Safety is not only physical, but includes emotional and social well-being. o always be positive when speaking to children, do not use sarcasm or make fun of

a child

1. Describe an accident that occurred at school, either to you or someone else.

2. Explain how the accident could have been prevented.

3. What does your teacher do to keep the classroom safe?

4. What type of training have you had that will help you in the area of safety?

5. Why is it important to you, the children, and the school to have a safe place to learn?

Activity 14 Multiple Intelligences

Learning outcomes fulfilled by this activity:3.3 Identify, compare, and contrast various learning styles.

Also:3.0 Demonstrate classroom skills.3.5 Develop age/developmentally appropriate lesson plans including use of appropriate activities.

5.0 Practice and model leadership skills.5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially considering diverse populations.

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Ideas for use: Discuss Howard Gardner’s Theory of Multiple Intelligences. Make a PowerPoint using the information given below. Make a laminated copy of the “Multiple Intelligences” picture by Mark R. Kaser for each

student. Students should keep it and use it to help them plan activities in each area to accommodate learning styles of their students.

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Multiple IntelligencesLinguistic Learner1. You enjoy word play. Making puns, tongue-twisters, limericks. 2. You read everything: books, magazines, newspapers, even product labels. 3. You can easily express yourself either orally or in writing, i.e. you're a good story-teller or writer. 4. You pepper your conversation with frequent allusions to things you've read or heard. 5. You like to do crosswords, play Scrabble or have a go at other word puzzles. 6. People sometimes have to ask you to explain a word you've used. 7. In school you preferred subjects such as English, history, and social studies. 8. You can hold your own in verbal arguments or debates. 9. You like to talk through problems, explain solutions, ask questions. 10. You can readily absorb information from the radio or audio cassettes.

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Logical/Mathematical1. You enjoy working with numbers and can do mental calculations. 2. You're interested in new scientific advances. 3. You can easily balance your checkbook; do the household budget. 4. You like to put together a detailed itinerary for vacations or business trips. 5. You enjoy the challenge of brain teasers or other puzzles that require logical thinking. 6. You tend to find the logical flaws in things people say and do. 7. Math and science were among your favorite subjects in school. 8. You can find specific examples to support a general point of view. 9. You take a systematic, step-by-step approach to problem-solving. 10. You need to categorize, group or quantify things to properly appreciate their relevance.

Visual-Spatial1. You have an appreciation of the arts. 2. You tend to make a visual record of events with a camera or camcorder. 3. You find yourself doodling when taking notes or thinking through something. 4. You have no problem reading maps and navigating.5. You enjoy visual games such as jigsaw puzzles and mazes. 6. You're quite adept at taking things apart and putting them back together. 7. In school you liked lessons in art and preferred geometry to algebra. 8. You often make your point by providing a diagram or drawing. 9. You can visualize how things look from a different perspective. 10. You prefer reading material that is heavily illustrated.

Bodily-Kinesthetic1. You take part in a sport or regularly perform some kind of physical exercise.2. You're quite adept at do-it-yourself.3. You like to think through problems while engaged in a physical pursuit such as walking or running. 4. You don't mind getting up on the dance floor.5. You like the most thrilling rides at the fun fair. 6. You need to physically handle something to fully understand it.7. The most enjoyable classes in school were PE and any handicrafts lessons. 8. You use hand gestures or other kinds of body language to express yourself. 9. You like rough and tumble play with children. 10. You need to tackle a new learning experience “hands on” rather than reading a manual or watching a video.

Musical

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1. You can play a musical instrument. 2. You can manage to sing on key. 3. Usually, you can remember a tune after hearing it just a couple of times. 4. You often listen to music at home and in your car. 5. You find yourself tapping in time to music. 6. You can identify different musical instruments. 7. Theme music or commercial jingles often pop into your head. 8. You can't imagine life without music. 9. You often whistle or hum a tune. 10. You like a musical background when you're working.

Interpersonal1.You enjoy working with other people as part of a group or committee. 2. You take great pride in being a mentor to someone else. 3. People tend to come to you for advice. 4. You prefer team sports such as basketball, softball, soccer, and football to individual sports such as swimming and running. 5. You like games involving other people: Bridge, Monopoly, Trivial Pursuit. 6. You're a social butterfly. You would much prefer to be at a party rather than home alone watching television. 7. You have several very close personal friends. 8. You communicate well with people and can help resolve disputes. 9. You have no hesitation in taking the lead and showing other people how to get things done. 10. You talk over problems with others rather than trying to resolve them by yourself.

Intrapersonal1. You keep a personal diary or log to record your innermost thoughts. 2. You often spend quiet time reflecting on the important issues in your life. 3. You have set your own goals; you know where you're going. 4. You are an independent thinker; you know your own mind and make up your own mind. 5. You have a private hobby or interest which you don't really share with anyone else. 6. You like to go fishing by yourself or take a solitary hike. You're happy with your own company. 7. Your idea of a good vacation is an isolated hilltop cabin rather than a five-star resort and lots of people. 8. You have a realistic idea of your own strengths and weaknesses. 9. You have attended self-improvement workshops or been through some kind of counseling to learn more about yourself. 10. You work for yourself, or have seriously contemplated "doing your own thing."

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Naturalist1. You keep or like pets.2. You can recognize and name many different types of trees, flowers, and plants. 3. You have an interest in and good knowledge of how the body works, where the main internal organs are, for example, and you keep abreast on health issues. 4. You are conscious of tracks, nests, and wildlife on a walk and can read weather signs. 5. You could envision yourself as a farmer or maybe you like to fish. 6. You are a keen gardener. 7. You have an understanding of and interest in the main global environmental issues. 8. You keep reasonably informed about developments in astronomy, the origins of the universe and the evolution of life. 9. You are interested in social issues, psychology and human motivations. 10. You consider that conservation of resources and achieving sustainable growth are two of the biggest issues of our times.

Which one are you?1-Audio linguistic2-Logical Mathematical3-Spatial4-Bodily kinesthetic5-Musical6-Interpersonal7-Intrapersonal8-Naturalist

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LinguisticExercised through reading interesting books; playing word, board, or card games, listening to recordings, using various kinds of computer technology; orparticipating in conversation and discussions.

Logical/MathematicalClassifying and sequencing activities, playing number and logic games, solving various kinds of puzzles.

Visual-SpatialExperiences in the graphic and plastic arts, sharpening observation skills, solving mazes and other spatial tasks, and exercises in imagery and active imagination.

Bodily-KinestheticPlaying with blocks and other construction materials, dancing, playing various active sports and games, participating in plays or make-believe, and using various kinds of manipulative to solve problems or to learn.

MusicalListening to a variety of recordings, rhythmic games and activities, singing, dancing, or playing different instrument.

Interpersonal (social)Cooperative games, group projects and discussions, multicultural books and materials, and dramatic activities or role-playing.

IntrapersonalIndependent projects, reading illuminating books, journal-writing, imaginative activities and games, and finding quiet places for reflection.

NaturalistExploring nature, making collections of objects, studying them, and grouping them.

Source: PowerPoint from Cathy Nelson

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Activity 15 Encouragement or Praise?, Positive Guidance, and 100 Ways to Say, “Good Job”

Learning outcomes fulfilled by this activity:3.4 Integrate classroom management skills including the use of positive guidance and classroom rules.

Also:2.0 Demonstrate personal and employability skills.2.1 Identify and define skills needed for successful and caring human relationships.2.4 Demonstrate professional practices related to Education Assistant.

3.0 Demonstrate classroom skills.3.2 Explain aspects of and maintain a safe learning environment for children.

Sources: Encouragement or Praise from Early Childhood Professions Activity/Resource Guide

(June 2007) (See http://www.pte.idaho.gov.) 100 Ways to Say, “Good Job”: Retrieved May 5, 2009 from

http://rachelchristopherson.com/goodjob.aspx

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Encouragement or Praise?

Many teachers think they are encouraging children by giving them praise. However,praise can be discouraging. At first, praise and encouragement seem to be the same thing.This is because both praise and encouragement focus on positive behaviors. Tounderstand the differences, think about the effect of praise versus encouragement.

PRAISEPraise is a type of reward based on competition. It is given for winning and being thebest. The teacher who uses praise teaches children, “If you do something I consider good,I will reward you by recognizing you.” Praise focuses on motivating children withexternal rewards.

ENCOURAGEMENTEncouragement is given for effort or improvement. Its focus is on the child’s strengthsand positive traits. A teacher is concerned about the child accepting him/herself anddeveloping the courage to face difficult tasks. Encouragement helps a child feel worthy.It attempts to motivate children through internal means. Encouragement can be givenwhen children feel they are not doing well or when they are facing failure.

Praise places value judgments on a child. For example: “You are such a good boy!” “I’m so proud of you!”

Encouragement focuses on internal evaluation and contributions. For example:

Demonstrating acceptance: “I like the way you handled that.” “I’m glad you enjoy learning.”

Show confidence: “You’ll make it!” “Knowing you, I am sure you will do fine.”

Express appreciation: “Thanks, that helped a lot.” “That was thoughtful of you.”

Recognize effort and improvement: “It looks like you really worked hard on that project.” “Look at the progress you have made!”

Have students practice using encouragement rather than praise.

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Positive guidance is a way of reinforcing desired actions in a classroom without resorting to negatives. For example: “We turn the page like this,” instead of “don’t rip the page when you turn it!”

Positive guidance includes high expectations of all students, encouragement, and setting up an environment of success for students.

Positive Guidance

From the Child Development Institute:

http://www.childdevelopmentinfo.com/parenting/For%20additional%20help#For%20additional%20help

Time Out AreaThe time-out area should be easily accessible, and in such a location that the child can be easily monitored while in time-out. For example, if most activity takes place on the first floor of the house, the time-out area should not be on an upper floor. A chair in the corner of the dining room is an excellent spot. Placing a kitchen timer on the table is a good way to keep the child informed of how much time he has left to serve.

Amount of Time Spent in Time OutGenerally, it is considered more effective to have short periods of time-out, 5 to 10 minutes, rather than to have long periods, such as half an hour to an hour. Children can fairly quickly begin to use their imagination to turn a boring activity into an interesting one. Children from 2 - 5 years old should receive a 2 to 5 minute time-out. A 6 year old child should probably receive about a 5 minute time-out while a 10 year old child would receive a 10 minute time-out. A general guideline can be: 6-8 years of age, 5 minutes; 8-10 years of age, 10 minutes; 10-14 years of age, 10 to 20 minutes. Some double the time-out period for such offenses as hitting, severe temper tantrums, and destruction of property. (Note: ADHD children may benefit from shorter times than those suggested above).

Specifying Target BehaviorsIt is very important the child be aware of the behaviors that are targeted for reduction. They should be very concretely defined: for example, hitting means striking someone else’s with the hand or an object, or coming home late means arriving home any time after 5:00 p.m.

Procedures for Time Out

When a child is told to go into time-out, a parent should only say, "Time-out for...." and state the particular offense. There should be no further discussion.

Use a kitchen timer with a bell. Set the timer for the length of the time-out and tell the child he must stay in time-out until the bell rings.

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While in time-out, the child should not be permitted to talk, and the parent should not communicate with the child in any way. The child also should not make noises in any way, such as mumbling or grumbling. He or she should not be allowed to play with any toy, to listen to the radio or stereo, watch television, or bang on the furniture. Any violation of time-out should result in automatic resetting of the clock for another time-out period.

It is important that all members of the household be acquainted with the regulations for time-out, so that they will not interfere with the child in time-out in any way, for example, by turning on the radio.

Strategies for Handling Refusal or Resistance

While time-out works well, it can only work when the child actually serves the time out. There are a number of ways to handle refusal. None of them will work of all children. You may have to experiment to determine which one will work for your child.

Tell younger children that you will count to three and if they are not in time-out when you get to three the time-out will be doubled.

Very difficult children, such as those with Attention Deficit Hyperactivity Disorder or Oppositional Defiant Disorder, may need to be placed on a short reward program. This could include a chart with 20 to 30 squares. Each time a child does a time-out, the child gets a star or sticker on the chart. When the chart is full they can earn a special treat for learning how to do time-out.

Use response cost. Select an activity or object you can take away. Tell the child that until they do the time-out, they will not be able to use the object or engage in the activity. For instance, you can remove the cord from the TV and tell them that they may not watch TV or play a video game until they do the time-out.

Alternatives to Time Out

Children 10 and over may decide they are "too big" for time-out because "it is for babies." Here are some other negative consequences that have been successful in reducing inappropriate behavior.

Tell the child that each time he displays the inappropriate behavior, he will have to write sentences to remind him of how he should behave. For instance, every time you talk back you will have to write, " I will talk nicely and show respect to my parents." The first time this happens on a given day the sentence is written 5 times. If this does not help them remember then the next time the sentence is written 10 times. The number is increased by 5 or doubled (depending on the age of the child) each time the behavior occurs on that day. The next day the first occurrence receives 5 sentences.

Remove privileges or objects that you can control. Make a list of privileges or objects (TV, ride bike, stay up late, go outside and play, etc.). Tell the child that each time the undesirable

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behavior occurs, one item will be crossed of the list for that day. Each day the procedure starts over.

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Advantages of Time Out

It is less aversive than other procedures, such as physical punishment. It eliminates a lot of yelling and screaming on the part of the parents. It increases the probability that parents are going to be consistent about what is going

to be punished, when and how. The child learns to accept his own responsibility for undesirable behavior. The parents

are not punishing the child; rather the child is punishing himself. The child should be repeatedly told that the parents did not put him or her in time-out but that the child put himself in time-out.

The child more readily learns to discriminate which behaviors are acceptable and which are unacceptable.

The child begins to learn more self-control. By keeping a written record of time-outs parents can see if the procedure is reducing

the targeted behavior. Also, reward can be tied to only receiving a certain amount of time-outs in a day or a smaller time period.

Guidelines For Parental Discipline

Never disagree about discipline in front of the children. Never give an order, request, or command without being able to enforce it at the time. Be consistent, that is, reward or punish the same behavior in the same manner as much

as possible. Agree on what behavior is desirable and not desirable. Agree on how to respond to undesirable behavior. Make it as clear as possible what the child is to expect if he or she performs the

undesirable behavior. Make it very clear what the undesirable behavior is. It is not enough to say, "Your room

is messy." Messy should be specified in terms of exactly what is meant: "You’ve left dirty clothes on the floor, dirty plates on your desk, and your bed is not made."

Once you have stated your position and the child attacks that position, do not keep defending yourself. Just restate the position once more and then stop responding to the attacks.

Remember that your behavior serves as a model for your children’s behavior. If one of you is disciplining a child and the other enters the room, that other person

should not step in on the argument in progress. Reward desirable behavior as much as possible by verbal praise, touch or something

tangible such as a toy, food or money. Both of you should have an equal share in the responsibility of discipline as much as

possible.

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The "3 Fs" of Positive Parenting

Discipline should be:

Firm: Consequences should be clearly stated and then adhered to when the inappropriate behavior occurs.

Fair: The punishment should fit the crime. Also in the case of recurring behavior, consequences should be stated in advance so the child knows what to expect. Harsh punishment is not necessary. Using a simple Time Out can be effective when it is used consistently every time the behavior occurs. Also, use of reward for a period of time like part of a day or a whole day when no Time Outs or maybe only one Time Out is received.

Friendly: Use a friendly but firm communication style when letting a child know they have behaved inappropriately and let them know they will receive the "agreed upon" consequence. Encourage them to try to remember what they should do instead to avoid future consequences. Work at "catching them being good" and praise them for appropriate behavior.

Retrieved May 24, 2009 from http://www.uen.org/Lessonplan/preview.cgi?LPid=4899

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100 Ways to Say "Good Job!"1. Good Job! 2. Way to go!3. GREAT! 4. You've got a great future!5. You've just about got it! 6. Now you've got the hang of it!7. WHOO HOO!! 8. It makes me happy to see you work that well!9. LOVELY! 10. Right on!11. Good for you! 12. Great attitude!13. SENSATIONAL!! 14. That's a masterpiece!15. EXCITING! 16. You're special!17. TERRIFIC!! 18. Good Work!19. You are incredible! 20. You're doing much better today!21. That is first class work there! 22. That's right!23. That is really nice. 24. You're on the right track!25. YES, that's it!! 26. Fantastic!27. You are really working hard today. 28. Good remembering!29. You've got it! 30. SUPER!31. You should be proud of that work! 32. CLEVER!33. I am proud of the work you did today. 34. Superb!!35. Nothing can stop you now. 36. You are learning fast!37. You out-did yourself today! 38. DYNAMITE!39. Now you have it! 40. Phenomenal job!41. Thats it!! 42. WOW!!43. You make me laugh! 44. HIP, HIP, HURRAY!45. Once more and you've got it! 46. MARV...E.....LOUS!

47. You've just about mastered it! 48. Keep working on it, you’re getting better!49. BINGO! 50. You are doing a GREAT job!51. SPECTACULAR! 52. You make me proud.53. That is the BEST job EVER! 54. You make my job fun!55. You are a treasure! 56. TREMENDOUS!57. What a fantastic improvement! 58. Smile, It is worth a million dollars!59. That's the way! 60. You should feel good about yourself!61. Keep up the good work! 62. Outstanding!63. You mean the world to me! 64. That's the right way to do it!65. BEAUTIFUL WORK! 66. Much better!67. Great thinking! 68. You're getting better everyday69. Look at you go! 70. I knew you could do it!71. Fine work! 72. YAY!!!73. That's good!! 74. AWESOME!!75. You did it that time! 76. EXCELLENT!!77. You have NOT missed a thing! 78. A++79. You've got your thinking gear on today! 80. You make it look easy!81. That is correct! 82. That's coming along wonderfully!83. You are a great help! 84. Keep it up!85. Now you've got it! 86. That is so great I could sing!!87. Look at you! 88. You're really going to town.89. That's the way! 90. WONDERFUL!91. YOU ROCK!! 92. Congratulations on a job well done!93. SUPER STAR!!

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94. Nice going.95. I couldn't have done it better myself. 96. That's my boy!97. That's my girl!

98. You are great at that!99. That is a GREAT thing you did! 100. PERFECT!

Activity 16 Lesson Plan Outline

Learning outcomes fulfilled by this activity:3.5 Develop age-/developmentally-appropriate lesson plans including use of appropriate activities.

Also:3.0 Demonstrate classroom skills.3.1 Review and reinforce concepts of Child Development.

6.0 Participate in a practicum (partner with professionals).6.1 Apply planning skills.6.3 Teach lessons and/or conduct workshops using teaching aids.

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Education AssistantLesson Plan Outline

Lesson Title ___________________________

Classroom ____________________________ Day ______________ Name ________________

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Learning Objectives

Learning Activities Time Materials/Resources

This is the purpose of the activity, use verbs. What skills and knowledge will the children gain?

I. Introduction (how to get the students’ attention. A. B. (Must have at least three different activities)II. A. B. 1. 2.III.

IV.

The number

of minutes

each activity

will take

Items you need to collect or have available in order to do the activity.

Activity 17 How Do I Deal With the Child Who _____?

Learning outcomes fulfilled by this activity:4.0 Explore and integrate ethical and legal concepts related to leadership and classroom behavior and tolerance.

Also:3.0 Demonstrate classroom skills.3.2 Explain aspects of and maintain a safe learning environment for children.

4.3 Analyze ethics as they pertain to child services.4.4 Explore legal issues surrounding education and child services.

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How Do I Deal with the Child Who___?

DIRECTIONS: Invite a panel of child care providers from different types of child caresettings: pre-school, home care, day care center, etc. Read the case studies and have eachguest speaker discuss how they would respond and resolve each situation. Discuss theproblems they frequently see, and how they deal with each. Have students workindividually or in groups to discuss the following case studies the day before the guestspeakers are to arrive. Discuss as a class and with the guest speakers how a child careworker must be ready to adapt to many different situations, working conditions, and agesof children.

CASE STUDIES:Jim and Jane are twins. They both like to play with similar toys. Today, Jane hasfound a car she really likes. She is having a great time playing with it until Jim triesto take the car away from her. She won't give it up and they are currently having atug of war with the car.

Jonah has a hard time remembering to wash his hands after using the restroom.He has just forgotten again.

Suzanna is a very strong-willed child. She has chosen Zack as her best friend.Zack is very bashful and rarely says much. Suzanna continually bosses him aroundand makes decisions for him.

Sophie is a very energetic child. She is greatly interested in everything the childcare center has to offer. She has one problem: she cannot remember to put one toyaway before getting another toy. You have just found her playing with theconstruction set, surrounded by five other toys When you remind her that she needsto put other toys away she gives you a scowl and then turns around and beginssinging and playing.

Whenever the group is having a discussion or story time, Jake loves to contributehis ideas. He is a very clever child and is quite creative, however, his hand isconstantly raised in the air. If you do not recognize him, he begins to tell you what is on his mind anyway.

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Activity 18 Concerning Student Safety

Learning outcomes fulfilled by this activity:4.1 Students must comply with any school district issues/rules of background check, drug-testing, or other policies concerning student safety.

Also:4.0 Explore and integrate ethical and legal concepts related to leadership and classroom behavior and tolerance.

5.0 Practice and model leadership skills.5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially considering diverse populations.

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Concerning Student SafetyStudents: Research and discuss/report on your school district’s drug and drug testing policy for students and teachers. If there are rules concerning your presence in the elementary school, abide by those rules.

What is a background check? Why is it important?

Suppose you are setting up a learning environment for young children. What are some concerns you might have for their safety? What systems would you put in place to ensure students can learn? Where would you hold your school? What qualities would you look for in a teacher?

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Activity 19 Computer Lab Research

Learning outcomes fulfilled by this activity:4.2 Examine federal, state, and local regulations and policies governing child services.

Also:4.0 Explore and integrate ethical and legal concepts related to leadership and classroom behavior and tolerance.4.3 Analyze ethics as they pertain to child services.

5.0 Practice and model leadership skills.5.4 Identify and understand teamwork and networking.

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Computer Lab Research:

Research and report on the following Federal Programs. Explain what the program is and how (or if) it affects individuals, families, and/or children.

Temporary Assistance for Needy Families (TANF)

Unemployment compensation

Social Security survivor or disability benefits

Supplemental Security Income (SSI)

Veteran’s benefits

Child Nutrition Services

Other services as identified by your teacher or federal websites.

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Activity 20 Ethics

Learning outcomes fulfilled by this activity:4.3 Examine/analyze ethics as they pertain to child services.

Also:4.0 Explore and integrate ethical and legal concepts related to leadership and classroom behavior and tolerance.4.1 Students must comply with any school district issues such as rules of background check, drug-testing, or other policies.

5.0 Practice and model leadership skills.5.1. Identify leadership characteristics.

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Ethics: a system of moral principles governing the appropriate conduct for a person or group

Obtain a copy of the Code of Ethics for Idaho Professional Educators.

In a group discussion or Pair Share: Define ethics. Discuss why ethics are important. From the Principles listed in the code of ethics, choose

three to five subjects, define the subject matter, and discuss.

Present findings to class.

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Activity 21 Guest Speaker

Learning outcomes fulfilled by this activity:4.4 Explore legal issues surrounding education and/or child services.

Also:1.0 Explore career opportunities linked to Education Assistant.1.3 Analyze responsibilities, qualifications, and job-outlook for specific careers.

4.0 Explore and integrate ethical and legal concepts related to leadership and classroom behavior and tolerance.

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Guest Speaker: Contact a child services worker from the Department of

Health and Welfare. Ask the worker to speak to the class about services in your area and what legal issues pertain to the work.

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Activity 22 Leadership Styles

Learning outcomes fulfilled by this activity:5.0 Practice and model leadership skills.

Also:5.1 Identify leadership characteristics.5.2 Exemplify behavior characteristics of problem-solving and critical thinking.

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Leadership Styles Students research the following leadership/parenting styles:

o authoritariano democratic (authoritative)o laissez-faire (permissive).

Make a PowerPoint or brochure/pamphlet showing the characteristics of each style along with the possible outcomes for children under that kind of leadership.

Using the case studies from Activity 17 (How do I Deal with the Child Who _____?), apply each leadership style in turn. Determine possible outcomes of each case study considering the leadership style used.

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Activity 23 Search for Leadership.

Learning outcomes fulfilled by this activity:5.1 Identify leadership characteristics.

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Name:______________________

Search for Leadership

q r o p m e s k j s e g n e l l a h c ss t i s o c n e z d z c s s r r l e s bx x t c t n w y g u e q r e v v x e b hm u y f i e i l n a c l y a h w c h z jc s o i v d k q r m r a e s r c w g o gw h g z a i q w u v l u e g u r a p t ne n m r t f h r e p x c o s a k h o e ib g y y i n y i m n p p p c n t s s c vv i c y o o n a g a t u r r n s e i e ir m f y n c e q t u o h e y g e p t n gy q j r a t m i f r g s u n v a q i g hx o a p l m e t g x p l j s w m k v u ug x i l r n o r v o v h v u i y d e t uq h e j t s o w n v s e t g o a l s v xc y d y k f e s l z t w e s b q s b o an i e r s n i l u f p l e h l p k t s mx m o k a b i l i t y t o l e a d t i hh w r v l f a y l z d p w t v o z n o cr o f e l a s x e s k t e l k o n f r hw x l a k r i x d k n p p o w m m l s p

ability to lead challenges coaches confidencedelegate encourages enthusiastic givinghelpful motivational patient positiveresponsible set goals team player worksworks for group success

List qualities you feel you possess to be an effective leader.

List the qualities you would like to develop to be an effective leader.

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Solution

Search for Leadership

+ + + + M E S + + S E G N E L L A H C S + + + + O C + E + D + + S + R + + + S + + + + + T N + + G + E + + E + + + E + + + + + + I E + + + A + L Y + H + C + + + + + + + V D + + + + R A E + + C + + + G + + + + A I + + + + L U + G U + A P + N + + + + T F + + E P + + O S A + + O + I + + + + I N + + M N P + P C + T + S C V + + + + O O + A + A T U + R N + E I + I + + + + N C E + T + O H E + + E + T + G + + + + A T + I + R + S U + + + + I + + + + + + L + E + G + P + + S + + + V + + + + + + + N + R + O + + + + I + + E + + + + + + T S O + N + S E T G O A L S + + + + + + K F + S + + + + + + + + S + + + + + + R S + I L U F P L E H + + + T + + + + O K A B I L I T Y T O L E A D + I + + W R + L + + + + + + + + + + + + + + C + O + E + + + + + + + + + + + + + + + + W + + + + + + + + + + + + + + + + + + +

(Over, Down, Direction) ABILITY TO LEAD(5,17,E)

CHALLENGES(19,1,W)COACHES(19,8,NW)CONFIDENCE(6,10,N)DELEGATE(10,2,SE)

ENCOURAGES(16,10,NW)ENTHUSIASTIC(9,7,SE)

GIVING(20,10,N)HELPFUL(14,16,W)

MOTIVATIONAL(5,1,S)PATIENT(11,8,SW)POSITIVE(18,6,S)

RESPONSIBLE(14,9,SW)SET GOALS(11,14,E)TEAM PLAYER(6,11,NE)

WORKS(2,18,NE)WORKS FOR GROUP SUCCESS(1,20,NE)

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Activity 24 Lesson of Concern

Learning outcomes fulfilled by this activity:5.2 Exemplify behavior characteristic of problem-solving and critical thinking.

Also:5.0 Practice and model leadership skills.5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially considering diverse populations.5.5 Participate in a service learning project.

6.0 Participate in a practicum (partner with professionals).6.1 Apply planning skills.6.2 Demonstrate teamwork and classroom management skills.6.3 Teach lessons and/or conduct workshops using teaching aids.6.4 Use the concepts of follow-up and evaluation to determine strengths and weaknesses of student performance on learning activity plans (LAP).6.6 Assist in one-on-one, small-group and whole/large-group activities.6.7 Assist with activities such as playground, music, technology, lunchroom, field trips, etc.

Source: Theresa Golis/Shanon Holt

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Education AssistantLesson of Concern Assignment: Step One

Name ___________________________________________________________Pd__________

Assignment: Identify an area of concern within your classroom setting. This identified area must address a specific and current child development issue, concern or need that the classroom or the teacher has. Complete the FCCLA planning process and turn in completed form at the ______(date) EA meeting.

Purpose: We make great impact on our classrooms without even knowing it. If we do not take the time to recognize and act on our opportunities a learning moment is lost. The purpose of this assignment to become more familiar with the needs of the classroom and creating a lesson to address the need. This project can have a positive impact on children and the community.

Step One: Identify Concern – complete FCCLA Planning Process SheetStep Two: Plan a lesson that addresses concernStep Three: Written summary, documentation of lesson, and evaluation

Time Line:

Due Dates:______ – Intro to Lesson of Concern______ – Step One Due – FCCLA Planning Process______ – Step Two Due - Lesson Plan complete and date set for teaching lesson ______ – EA Instructor to observe______ - Step Three Due – written summary and evaluation of project

Notes:

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Education AssistantLesson of Concern

Name: _____________________________ Elementary School: _________________________

Grade & Teacher: ______________ ______________________________________________

FCCLA Planning Process:

Identify Concerns:1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

Set a Goal:1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

Form a Plan:1. _____________________________________________________________________

2. _____________________________________________________________________

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3. _____________________________________________________________________

4. _____________________________________________________________________

Act:1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

Follow-up:1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

Activity 25 Diversity

Learning outcomes fulfilled by this activity:5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially considering diverse populations.

Also:5.0 Practice leadership skills.5.2. Exemplify behavior characteristics of problem-solving and critical thinking.Return to TOC

Diversity71

a variety of something such as opinion, color, or style ethnicity, as well as socioeconomic status or gender, in a group, society, or institution the qualities of people that make them different from one another

The following are suggestions for understanding how to work in and with a diverse population. Define diversity; explain what it means for a classroom or a place of employment. Discuss how to encourage acceptance of differences (diversity) without sacrificing

personal beliefs. How can your actions as an employee encourage acceptance and promotion of diversity?

Create a lesson plan that celebrates cultural heritage. Use activities, games, food, or other subjects that are common to specific cultures.

Name and discuss up to ten factors that create population differences. Give examples of art or music from various cultures, not just one. Teach that citizenship means showing respect not only to our country, but everyone in

it. Define and discuss discrimination and why it is illegal. Research and present information about discrimination laws:

o The Fair Labor Standards Act (1938)o The Equal Pay Act of 1963o Civil Rights Act (1964)o The Age Discrimination Act (1967)o The Immigration Reform and Control Acute (1967)o The Americans with Disabilities Act (ADA) (1990)o Civil Rights Act (1991)

In the classroom: Display pictures of many different cultures, ages, languages, abilities, disabilities, etc. in

the classroom. Point out similarities as well as accomplishments of all. Explore cultures through literature, music, languages, etc. Be an example of patience when someone doesn’t understand. Cheerfully and willingly

be of assistance. Show respect for all ideas and people. Ask for clarification when you do not understand.

Activity 26 Back-2-Back Drawing

Learning outcomes fulfilled by this activity:5.4 Identify and understand teamwork and networking.

Also:3.0 Demonstrate classroom skills.3.3 Identify, compare, and contrast various learning styles.

5.0 Practice and model leadership skills.

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Teamwork activity: retrieved April 25, 2009 from http://www.teampedia.net/wiki/index.php?title=Back-2-Back_Drawing

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Back-2-Back DrawingObjectives:For group members to experience receiving directions without non-verbal cues

To develop trust between group members Icebreakers/warm-ups Communication Collaboration Trust activities Partner activities

Group size: small, medium or large

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Materials: Clipboards w/blank paper Pencils Drawing templates

Set-up:Have the group divide into pairs (or groups of three with one person as an observer) and sit on the floor back-to-back. Give one person the clipboard and a pencil. Give the other part of the pair the template or the shape to be drawn.

Directions:The individual with the template has to get his/her partner to draw an exact duplicate of the shape drawn on the sheet using only verbal directions. After he/she is done, the partners should compare the provided shape with what was drawn.

Variations:Have the group perform the activity twice with two different templates.

The first time through the exercise, the “drawing” person is not allowed to speak to the “direction giver.”

The second time, the drawer is allowed to ask only yes/no questions. A third time, the drawer can ask any question he/she likes. Another variation would be to allow the pairs to sit face-to-face, however, the direction-

giver is not allowed to speak. They must get the person to draw the shape using only visual clues. Of course, you would have to make sure the direction giver doesn’t just hand over the template.

Debrief:What was it like to give directions? What was it like to receive directions?Was it difficult not being allowed to ask questions?Once you could ask questions, did that make the job easier? Why?Activity 27 Service Learning Plan

Learning outcomes fulfilled by this activity:5.5 Participate in a service learning project.

Also:5.1 Identify leadership characteristics.5.2 Exemplify behavior characteristics of problem-solving and critical thinking.5.3 Integrate classroom management skills teaching responsibilities of citizenship, especially considering diverse populations.5.4 Identify and understand teamwork and networking.

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Service Learning is an integral part of education. Through service learning, students are given the opportunity to apply concepts acquired in the classroom; learn the meaning of helping others, apply acceptable behaviors, accept responsibility; apply planning skills; reach goals; and feel the joy that comes from truly helping someone. Students may also have feelings of satisfaction and accomplishment when the service is completed.

Education Assistant students definitely participate in service learning. They can help elementary students to participate in service learning by encouraging elementary students to be kind to one another, to be helpful in situations that require their help, and to perform all their work to the best of their ability. As giving their best becomes a habit, they are performing a great service to themselves by setting a precedent for the rest of their lives.

Following is a service learning worksheet found in Creative Instructional methods for family & consumer sciences, nutrition & wellness (Chamberlain, V. M., Cummings, M. N., 2003, Peoria, IL: Glencoe/McGraw-Hill, p.323). This authors state

The most important concept to keep in mind in service learning is the real-life connection. Students must be impressed with the fact that their work may impact the lives of others, and therefore confidentially, accuracy, and timeliness are crucial.

Components of service learning (ibid, pp 321-325): Preparation Action Reflection Assessment Celebration

Look around in the school for opportunities to serve. If permissible, look for ways students can help the community in which they live.

Service Learning Plan

Name ______________________________ Date __________ Class period ______________

Agency, business, or group with whom you will work __________________________________

Contact person ___________________________ Phone _____________________________

Email ________________________________________________________________________

Group who will be helped by your service ___________________________________________

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Date __________________ Time ________________ Place _________________________

Describe the service you will perform:

Materials needed:

Type of action:

Method of reflection:

Method of evaluation:

Method of celebration:

Subsequent action you will take:

Source: Chamberlain, V. M., Cummings, M. N. (2003), Creative instructional methods for family & consumer sciences, nutrition & wellness. Peoria, IL: Glencoe/McGraw-Hill (p 323) (Permission granted inside front cover).

Activity 28 Education Assistant Training Agreement

Learning outcomes fulfilled by this activity:6.0 Participate in a practicum (partner with professionals).

Also:6.1 Apply planning skills.

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Source: Theresa GolisTraining agreements for Education Assistant 1 & 2

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(NAME OF ELEMENTARY SCHOOL) EDUCATION ASSISTANT - TRAINING AGREEMENT

THIS AGREEMENT, made this __of ____ _________ 20__ by and among: (NAME OF ELEMENTARY SCHOOL) EDUCATION ASSISTANT PROGRAM, SCHOOL ADDRESS & PHONE NUMBER.

AND

EA SITE - ADMINISTRATOR STUDENT ED. ASST.(Elementary Principal)

ELEMENTARY SCHOOL ADDRESS ED. ASST. HOME ADDRESS

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ELEMENTARY PHONE ED. ASST. PHONE

----------- WITNESS ----------

That the above said parties do mutually agree to provide support and training in the position of STUDENT ED. ASST., with the objective of preparing the student Ed. Asst. for a career in Elementary Education.

Training will be approximately___ ____ hours per day for approximately ____ ______ days per week.

Each of the parties agrees to the stated responsibilities as outlined in the guidelines for training agreements. PLEASE SEE REVERSE SIDE and APPENDIX A *

This is an agreement, not a contract, and may be terminated by any of the parties upon notification to the EA Training Site and Professional-Technical Education Center Representatives.

ALL COURSES AND COMMUNITY TRAINING SITES OFFERED BY PROFESSIONAL-TECHNICAL EDUCATION CENTER ARE AVAILABLE REGARDLESS OF RACE, NATIONAL ORIGIN, RELIGION, CREED, SEX, OR DISABILITY. ALL STUDENTS ARE ENCOURAGED TO ENROLL IN ANY ONE OF THE COURSE OFFERINGS.

EA TRAINING SITE DATE PROFESSIONAL-TECHNICAL ED. CENTER DATE Representative (Elem. Teacher) Representative

STUDENT ED. ASST. DATE PROFESSIONAL-TECHNICAL ED. CENTER DATE Supervisor

PARENT/GUARDIAN DATE

*PLEASE INITIAL REVERSE SIDE and APPENDIX A SHOULD YOU AGREE TO STIPULATIONS OF AGREEMENT.

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RESPONSIBILITIESTHE EDUCATION ASSISTANT PROGRAM STAFF AGREES TO: 1. Provide instruction to conduct the program.2. Provide evaluation and service visits at regular intervals.3. Provide any and all services to the trainer, which will enhance his/her ability to provide meaningful learning experiences for the student.4. Place only those students who are acceptable by the trainer. Placement decisions may not be based on race, national origin, religion, creed, sex, or disability. Allow trainer to interview candidates for internship.5. Be available to students, trainer, high school counselors, and parents for consultation in cases of program problems.6. Set up and maintain adequate records for student attendance and progress.7. Cooperate with trainer (elementary teacher) in setting curriculum outlines. STAFF PLEASE INITIAL __________.

TRAINER ( ELEMENTARY TEACHER ) AGREES TO: 1. Provide appropriate job orientation including safety, conduct policies and procedures.2. Assist and work with the Education Assistant (EA) staff in writing curriculum outlines necessary for program training.3. Counsel with the EA staff concerning student’s progress, attendance, and attitude.4. Report to the EA staff the student’s progress, attitude, AND daily attendance.5. Evaluate the student at regular periodic intervals and make recommendations accordingly.6. Not terminate any student for the program without a conference with the EA staff.7. No discrimination on basis of race, national origin, religion, creed, sex, or disability, with regard to the placement of student.8. Student is non-paid, but receives credit if the program is successfully completed. The Boise School District shall obtain and maintain Worker’s Compensation Insurance. ELEMENTARY TEACHER PLEASE INITIAL _____________.

STUDENT AGREES TO: 1. Maintain a satisfactory rate of progress during the course of study and to have measurable skills in the field upon conclusion of the agreement. Students who do not maintain passing grades or sufficient progress shall be placed on a five (5) day probationary period. During this time, the student will be expected to improve his/her work to an acceptable level or accept termination.2. Keep any or all records required by the EA staff for attendance or Worker’s Compensation Insurance. 3. Report to their Ed. Asst. assignment on a regular time schedule. All absences are to be reported to the trainer and the EA staff. Three (3) unexcused absences during training period will be considered unsatisfactory and the student is subject to removal from the class.4. Not leave the program without conferring with the EA staff and trainer.5. Assume all risks of, and hold harmless, the trainer and/or from all claims, legal actions, loss, cost, expense or liability on account of personal injury or death with respect to any student, arising out of participation in the training or instruction as set forth in this agreement. 6. Conform to conduct standards, dress code, rules and regulations of both the Ed. Asst. site and the EA staff. 7. CONFIDENTIALITY: Non-Disclosure of Confidential Information: Confidential Information is certain information used or disclosed by the Ed. Asst. site directly or indirectly or embodied in the products or relating to business’ markets, products, plans or business, and is CONFIDENTIAL and proprietary to the Ed. Asst. site. STUDENT PLEASE INITIAL ___________.

PARENTS OR GUARDIAN AGREE TO: 1. Not hold the Boise Schools liable for such injury or liability that may arise out of instruction or training under this agreement. 2. Assume all risks of, and hold harmless, the trainer and/or the Ed. Asst. site from all claims, legal actions, loss, cost, expense, or liability on account of personal injury or death with respect to any student, arising out of participation in the training or instruction as set forth in this agreement. 3. Authorize any emergency medical care and/or procedures deemed necessary.4. Provide a means of transportation for the student that will assure promptness and good attendance on the Ed. Asst. site.5. Encourage the student to succeed in school work and job performance. PARENTS PLEASE INITIAL _________.

Appendix A

The parties further agree:

(i) That the work of the student Ed. Asst. shall be incidental to his or her training;

(ii) That such work shall be intermittent and for short periods of time, and under the direct and close supervision of a qualified and experienced person;

(iii) That safety instructions shall be given by the school and correlated by the employer with on-the-job training; and

(iv) That a schedule of organized and progressive work processes to be performed on-the-job shall have been prepared.

ALL PLEASE INITIAL_______

NAME OF ELEMENTARY SCHOOLEDUCATION ASSISTANT 2 - TRAINING AGREEMENT

THIS AGREEMENT, made this ___of ________ 20__ by and among: NAME OF ELEMENTARY SCHOOL EDUCATION ASSISTANT PROGRAM, ADDRESS AND PHONE NUMBERS OF SCHOOL

AND

EA ED. ASST. SITE - ADMINISTRATOR STUDENT ED. ASST.(Elementary Principal)

ELEMENTARY SCHOOL ADDRESS ED. ASST. HOME ADDRESS

ELEMENTARY PHONE ED. ASST. PHONE

----------- WITNESS ----------

That the above said parties do mutually agree to provide support and training in the position of STUDENT ED. ASST., with the objective of preparing the student Ed. Asst. for a career in Elementary Education.

Training will be approximately___ ____ hours per day for approximately ____ ______ days per week.

Each of the parties agrees to the stated responsibilities as outlined in the guidelines for training agreements. PLEASE SEE: REVERSE SIDE and APPENDIX A *

This is an agreement, not a contract, and may be terminated by any of the parties upon notification to the EA Training Site and Professional-Technical Education Center Representatives.

ALL COURSES AND COMMUNITY TRAINING SITES OFFERED BY PROFESSIONAL-TECHNICAL EDUCATION CENTER ARE AVAILABLE REGARDLESS OF RACE, NATIONAL ORIGIN, RELIGION, CREED, SEX, OR DISABILITY. ALL STUDENTS ARE ENCOURAGED TO ENROLL IN ANY ONE OF THE COURSE OFFERINGS.

EA TRAINING SITE DATE PROFESSIONAL-TECHNICAL ED. CENTER DATE Representative (Elem. Teacher) Representative

STUDENT ED. ASST. DATE PROFESSIONAL-TECHNICAL ED. CENTER DATE Supervisor

PARENT/GUARDIAN DATE

*PLEASE INITIAL REVERSE SIDE and APPENDIX A SHOULD YOU AGREE TO STIPULATIONS OF AGREEMENT.

RESPONSIBILITIESTHE EDUCATION ASSISTANT PROGRAM STAFF AGREES TO: 8. Provide instruction to conduct the program.9. Provide evaluation and service visits at regular

intervals.10. Provide any and all services to the trainer, which will

enhance his/her ability to provide meaningful learning experiences for the student.

11. Place only those students who are acceptable by the trainer. Placement decisions may not be based on race, national origin, religion, creed, sex, or disability. Allow trainer to interview candidates for internship.

12. Be available to students, trainer, high school counselors, and parents for consultation in cases of program problems.

13. Set up and maintain adequate records for student attendance and progress.

14. Cooperate with trainer (elementary teacher) in setting curriculum outlines. STAFF PLEASE INITIAL ____________.

TRAINER ( ELEMENTARY TEACHER ) AGREES TO: 9. Provide appropriate job orientation including safety,

conduct policies and procedures.10. Assist and work with the Education Assistant (EA)

staff in writing curriculum outlines necessary for program training.

11. Counsel with the EA staff concerning student’s progress, attendance, and attitude.

12. Report to the EA staff the student’s progress, attitude, AND daily attendance.

13. Evaluate the student at regular periodic intervals and make recommendations accordingly.

14. Not terminate any student for the program without a conference with the EA staff.

15. No discrimination on basis of race, national origin, religion, creed, sex, or disability, with regard to the placement of student.

16. Student is non-paid, but receives credit if the program is successfully completed. The Boise School District shall obtain and maintain Worker’s Compensation Insurance.

ELEMENTARY TEACHER PLEASE INITIAL _________.

STUDENT AGREES TO: 8. Maintain a satisfactory rate of progress during the

course of study and to have measurable skills in the field upon conclusion of the agreement. Students who do not maintain passing grades or sufficient progress shall be placed on a five (5) day probationary period. During this time, the student will be expected to improve his/her work to an acceptable level or accept termination.

9. Keep any or all records required by the EA staff for attendance or Worker’s Compensation Insurance.

10. Report to their Ed. Asst. assignment on a regular time schedule. All absences are to be reported to the

trainer and the EA staff. Three (3) unexcused absences during training period will be considered unsatisfactory and the student is subject to removal from the class.

11. Not leave the program without conferring with the EA staff and trainer.

12. Assume all risks of, and hold harmless, the trainer and/or from all claims, legal actions, loss, cost, expense or liability on account of personal injury or death with respect to any student, arising out of participation in the training or instruction as set forth in this agreement.

13. Conform to conduct standards, dress code, rules and regulations of both the Ed. Asst. site and the EA staff.

14. CONFIDENTIALITY: Non-Disclosure of Confidential Information: Confidential Information is certain information used or disclosed by the Ed. Asst. site directly or indirectly or embodied in the products or relating to business’ markets, products, plans or business, and is CONFIDENTIAL and proprietary to the Ed. Asst. site STUDENT PLEASE INITIAL __________.

PARENTS OR GUARDIAN AGREE TO: 6. Not hold the Boise Schools liable for such injury or

liability that may arise out of instruction or training under this agreement.

7. Assume all risks of, and hold harmless, the trainer and/or the Ed. Asst. site from all claims, legal actions, loss, cost, expense, or liability on account of personal injury or death with respect to any student, arising out of participation in the training or instruction as set forth in this agreement.

8. Authorize any emergency medical care and/or procedures deemed necessary.

9. Provide a means of transportation for the student that will assure promptness and good attendance on the Ed. Asst. site.

10. Encourage the student to succeed in school work and job performance.PARENTS PLEASE INITIAL _________.

Appendix AThe parties further agree:(i) That the work of the student Ed. Asst. shall be incidental to his or her training;(ii) That such work shall be intermittent and for short periods of time, and under the direct and close supervision of a qualified and experienced person;(iii) That safety instructions shall be given by the school and correlated by the employer with on-the-job training; and(iv) That a schedule of organized and progressive work processes to be performed on-the-job shall have been prepared. ALL PLEASE INITIAL________

Activity 29 Art Ideas

Learning outcomes fulfilled by this activity:6.1 Apply planning skills.

Also:3.5 Develop age/developmentally appropriate lesson plans including use of appropriate activities.

6.2 Demonstrate teamwork and classroom management skills.

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Art Ideas:

Magnet paintingRubber band paintingFabric and cotton on a stickPaint bombsPaint rollersWire whiskTissue on paper-squirt with waterColor on sandpaper and ironWhite pasta, make snowflakesSpray bottles in snow, mix colorsTape tongue depressors, draw pics and make a puzzleGraphing on shower curtainWands-hangers and tissue paperTP tubes with ribbonPVC pipes and sensory tablesBerry baskets and hole PunchesPlay doughCereal artButtermilk and chalkSpaghetti artBubble gum artString artLeaf print- dip in paint and printTissue on paper and squirt with water

Color on sand paper and bake to meltPunch out on paper and brush over strainerWarming trayHand Christmas treeCup cake liners- snowman, flowersPopsicle sticks: flowers and triangleCornflake wreathBall with glued tissue paper and glitterSalt dough ornamentsCinnamon sticks rubbed on and cut out as ornamentsSquirt shaving cream on laminated Santa faceFinger paintingMix colors- chartsShaving cream on bag to mix colorsEye droppersSpray bottles in snow to mix colorsSoak tongue depressor in food coloring, dry-mix Shaving creamWeave plastic mat in slits-chicken wire, cardboard and yarnLacing cards- lace with yarn, pipe cleaner, or shoelacesTape tongue depressors, draw pictures, then make into puzzleNuts and boltsStyrofoam, hammer and golf teesMazes, magnet ball, and cow magnet

Retrieved May 14, 2009 from http://www.uen.org/Lessonplan/preview.cgi?LPid=5093

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Activity 30 Human Foosball

Learning outcomes fulfilled by this activity:6.2 Demonstrate teamwork and classroom management skills.

Also:6.1 Apply planning skills.

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Human Foosball If you’ve played Foosball before you already have a good idea of how human foosball goes. The great thing about this game is it allows the kids to play a soccer like game in an area that is either difficult or dangerous to play regular soccer. Setup: You will need:

4 chairs or cones or other way to mark the goals Masking tape A very soft ball. Such as a soccer ball pillow.

Put down 10 parallel lines of tape going across the width of the room. These lines are like the bars on the Foosball table linking your men together. You will want these two giant-steps apart (about 6 ft).

Set your goal markers about 10 ft apart on the outer most lines. Divide the children into two equal teams. Have them stand on the tape lines as indicated in the diagram. If you happen to have 22 children then it will work out perfectly. If you have more or less kids then arrange them on the lines in rough proportion to how they are shown on the chart. In other words, a little less than half of one team will be on the center lines, about twice that number will be on the next lines and so on.

Rules:This game plays just like Foosball but it’s life-size. Like real Foosball the kids will have to stay in the same order on their designated line. But, unlike table Foosball the spacing between the children will change as they move up and down their lines.Kids have to kick the ball (no hands) into the opposing team’s goal. Goalies can use their hands.

Children can move back and forth on their own line but must keep at least one foot on the line at all times.

No passing teammates on your line. The kids should pass the ball instead.

Play:Have all of the children on Team A face Team B’s Goal. And likewise, have all of the children on Team B face Team A’s goal. Say to the kids, “You are now facing the goal you want to put the ball in”. That may sound goofy but, when the team is split up on the various lines of the Foosball field they can get confused.

Continue to explain, “You may move back and forth on your line but, you must always keep at least one foot on it. This means you won’t be able to pass someone else on your line. So spread out and be ready to kick the ball when it comes near you.” It’s important that the kids know they shouldn’t pass each other on their lines. Otherwise, you’ll get some of the more aggressive children running up and down their lines, doing all of the playing and not letting the other kids do anything.

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Human foosball retrieved May 14,2009 from http://www.childrenschurchgames.com/html/human_foosball.html

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Activity 31 EA Trimester/Semester Project

Learning outcomes fulfilled by this activity:6.3 Teach lessons and/or conduct workshops using teaching aids.

Also:3.5 Develop age/developmentally appropriate lesson plans including use of appropriate activities.5.5 Participate in a service learning activity.

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Education Assistant—Trimester/Semester Project

Objective: The student will plan and conduct a project that addresses a specific need or issue in their assigned classroom.

Examples: Hands are not for Hitting; Bullying; Teasing; Stranger Danger; Eating Breakfast; Nutritional Foods; Lying, etc.

1. Complete the planning process for this project.

2. Turn in a detailed outline of the project according to the assignment. This must be typed and outlined both days you are teaching. It must include your objectives, activities, stories, discussion and two creative activities or games. Consider the developmental level of the children in your classroom.

3. Turn in a completed lesson plan for both days that you present your project. The lesson plan must be done according to the format given by the teacher. Each day must be 15-20 minutes long. Everything you will be doing and will say must be written down. This needs to be typed and completely ready to present.

4. Give presentation to our EA class during the Seminar on ______(date). You must have visuals and all materials and follow your lesson plan.

5. Give your presentation to your classroom. The teacher will come and observe and grade you at that time.

6. Complete a written summary of the project which needs to be two pages in length. Show the use of the planning process and how you used the information on the developmental level of the children in your project.

7. Develop a display. You must show documentation of the project which should include labeled photos of the project that show you, actively involved, with the children during the project.

Education Assistant Presentation Grading Sheet

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Name _________________________________ Date ______________________

Education Assistant

89

Category Points Possible

Your points

Introduction 10

Good transitions between activities

10

Hands-on activity 10

Hands-on activity 10

Good explanations 10

Conclusion 10

Ability to work with children 5

Appearance 5

Organization 10

Knowledge of subject matter 5

Voice 5

Body Language 5

Grammar and pronunciation 5

Total points 100

Comments:

Display Board Grading Sheet

Name _________________________________ Date ______________________

Display Board Points Possibl

e

Your Points

Title of project—large lettering (computer or stencils) 10

Neatly done—legible, standard capitalization, usage (grammar), punctuation, and spelling

20

Creative—use of materials, color and placement of items 20

Planning process summary sheet—one 8 ½ x 11 page summary of how each step of the planning process was used to plan and implement the project, laminated and placed on board

20

Show evidence of being involved with children during the “act” step of the planning process, pictures, copies of activities, props, etc.

20

Border on outside of the board—coordinates with display 10

Completed on time 25

Total 125

Comments:

Activity 32 EA Self-Evaluation

90

Learning outcomes fulfilled by this activity:6.4 Use the concepts of follow-up and evaluation to determine strengths and weaknesses of student performance and learning activity plans (LAP).

Also:6.1 Apply planning skills.

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Example of EA LAP evaluation.

EA Self-Evaluation

LAP activities: Strengths: Weaknesses: What I would change and how:

Opening:

Activity:

Story:

(etc.)

Activity 33 Accountability Sheet

91

Learning outcomes fulfilled by this activity:6.5 Assist teacher with clerical duties and record keeping.6.6 Assist in one-on-one, small-group, and whole/large-group activities.6.7 Assist with extracurricular activities and/or activities such as playground, music, lunchroom, field trips, etc.

Accountability sheet to record each task to be completed.

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Accountability Sheet

92

Education Assistant

(FCS Teacher NameSchool name and phone number)

Monday Task(s) List names of students helped

Date:

Tuesday Task(s) List names of students helped

Date:

Wednesday Task(s) List names of students helped

Date:

Thursday Task(s) List names of students helped

Date:

Ed. Asst. ____________________________ Cooperating Teacher _________________________Signature signature

This form is due the following Monday before ____ hour. This acts as your time sheet for the week and a list of activities. If you do not turn this, your grade will be significantly impacted. This is worth 40 points each week with 25% off for each day it is late.Activity 34 7.0 Use resources and skills to develop and present orally, a portfolio of work

completed within the practicum.

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7.1 Complete a portfolio (contents will be delineated).

Example of portfolio contents/grading sheet.

Source: Theresa Golis/Andi Foley

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Portfolio Project

94

Education Assistant 1

Purpose: To develop a portfolio, participate in a panel presentation, and communicate a personal understanding of class experience. Students will use factual information when developing their portfolios and throughout the presentation portion.

Portfolio: A collection of documents representing one’s best work.

Materials needed: 1” 3-ring binder with a view sleeve, one plastic protector sleeve for each page in portfolio, six section dividers.

The portfolio will contain: 6 divider pages content pages (all content pages must be one-sided only) including:

______ An identification page with the name of student, high school, and elementary school. This should go in the view section of the binder.

Table of Contents

Career Exploration a. List of specialists in the elementary school b. Specialist interview

Documentation of Experience a. Resume

b. Documentation of each volunteer or work experience listed Example: letters of recommendation, certificates

Lesson Plans a. Provide three lesson plans

b. Use format provided (documents available to be downloaded)

Evidence of Skills a. Proof of implementation of lesson

b. Pictures, teacher evaluation, samples of activities

Evidence of Developmental Knowledge a. Grade level report

b. Charts, graphs, diagrams, class handouts Activity 35 Education Assistant Portfolio Evaluation

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Learning outcomes fulfilled by this activity:7.2 Present individual portfolios.

Sample grading rubric for portfolio.

Source: Theresa Golis/Andi Foley

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EDUCATION ASSISTANT PORTFOLIO EVALUATION

96

EA student ________________________ High School _____________________

Content Poor Fair Good Very good

Excellent Score

Identification Page 0Missing.

.5 1Present, but

missing information.

1.5 2Present,

includes all components.

Table of Contents 0-1Missing.

1.5 2Present, missing

information.

2.5 3Complete and easy to use.

Career Exploration Create a list of all the

specialists in your elementary school building

0-1Missing.

2 3Present, but

missing specialists

4 5Present and includes all specialists.

Develop at least 10 questions for a specialist in your building (i.e. counselor, principal, librarian, etc.) Be sure to include a question about education training and where they went to school. Interview the specialist and complete a reflection.

0-11Missing or

displays questions of poor quality.

12-13 14-15Includes 10

questions, but is missing a

thoughtful reflection.

16-17 18-20Includes 10

thought-provoking

questions and an insightful reflection.

Include a resume of courses, volunteer hours and/or paid positions related to working with children. Provide documentation.

0-11Missing.

12-13 14-15Present, but

lacking thoughtful reflection.

16-17 18-20Good quality

and all documentation

is provided.

Lesson Plans Include three to five

examples of lesson plans exhibiting a variety of concepts (science, math, music, art). Use the format provided.

0-11One or more

lesson plans are missing.

12-13 14-15Lesson plans are

present, but lacking elements

or creativity.

16-17 18-20All lesson plans

are present and display creativity.

Evidence of Skills Show evidence of actual

implementation of a lesson plan included in portfolio (i.e. pictures, classroom teacher evaluation, samples of hands-on activities, handouts, etc.). Include a reflection.

0-11Lesson plan is missing from

the portfolio or documentation

of implementation

is missing.

12-13 14-15 Lesson plan is included in the portfolio, but

strong documentation or reflection is

missing.

16-17 18-20Lesson plan is

included in the portfolio and

documentation and a

thoughtful reflection is

present.Evidence of Developmental Knowledge

Show evidence of knowledge 0-11 12-13 14-15 16-17 18-20

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of age-appropriate activities based on the developmental stage of the elementary children with whom you are working, i.e. diagram, chart, essay, etc.

Missing evidence of

developmental knowledge.

Evidence of developmental knowledge is present, but

lacks age-appropriateness.

Evidence of developmental knowledge is present and

displays a strong

understanding of elementary school-aged

children.

Total Points: ________ 128-140=A 112-127=B 98-126=C 84-97=D

Comments:

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Appendix

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Course OutlineThe course has been designed to prepare individuals to 1) demonstrate professionalism, 2) critically contemplate teaching as a possible career choice, 3) organize and lead activities for children that stimulates physical, emotional, intellectual, and social growth and 4) become a reading mentor for two students in your assigned classroom.

Course Expectations: Each student is expected to attend his/her elementary placement regularly during the times of the

periods they are enrolled in this class. Excessive absences will affect your grade. Every student will sign out at the attendance office of his or her high school and sign in and out of the

elementary. Fill out an accountability sheet, which the elementary teacher will sign at the end of each week. This

is then turned in to the appropriate facilitator. The accountability sheet acts as our attendance record and documentation for college.

As young professionals, the Ed. Asst. will call the cooperating school and the high school the morning of any absence.

Students will have various assignments to complete on several different topics that are relevant to work in the classroom. (see attached assignment sheet)

Signed EA permission form and EA site contract prior to being placed in an elementary classroom.

Grading: 340 possible points for Site Attendance/Prompt, Correct Procedure of Accountability Sheets.

Because the bulk of this course is participation, you will have options to make up points for absences Eat lunch with your class and help supervise during the lunch time recess Help with an after-school project Individual activities pre-arranged with your instructor

100 possible points for attendance/participating at reading tutor training days 100 possible points for Elementary Teacher’s Evaluation (50 points each quarter) 50 possible points for the reflection write-up on elementary evaluation and self-evaluation. (25 points

each quarter) 100 possible points for High School Teacher’s Evaluation (50 points each quarter) 100 possible points for Orientation Week Assignments 320 possible points for various written assignments relating to course content during the semester Reach out and Read Community Service Activity Final=10% of your overall final grade.Your semester grade will be weighted in the following way:Assignments 25% Reading Tutor activities/attendance 25%Accountability sheets/attendance 25% Elem/High school teacher evaluation 25%

Education Assistant Contract100

Education Assistant(place school and contact information here)

Education Assistant(FCS Teacher name and

School info)

The Education Assistant (EA) course is primarily based upon curriculum to make students aware of the attitudes and skills they need to be successful on the job.

To enroll in this course, you must read, sign, and abide by the conditions of this contract agreement to receive credit for the course. Breech of this contract will result in loss of credit for the course.

Conditions: To maintain a job-like status, the students agree not to be absent more than six times

during the trimester. Missing six days in a trimester can negatively impact your grade. The student will be responsible for providing his/her own transportation to and from

the elementary school. Keep an updated, organized binder with all materials related to this course. The binder

is provided for you. The student will be responsible for maintaining appropriate procedures with the

classroom teacher and the elementary school teacher. The student is responsible for signing out each day, in my room. Students are to be on-site on or before _____ and may not leave until _____. The students must also sign in and sign out at (name of elementary school) each day. Failure to adhere to this procedure may result in a truancy and ultimate removal from the course. The elementary teacher must be notified before school time on the day of an absence. To receive attendance points, the student must complete the accountability sheet and turn it in ON TIME.Late assignments will not be accepted for full credit. Due dates are clearly indicated and will be adhered to.

The student will maintain a positive and concerned attitude. The students’ attitudes will reflect high regard for themselves, the elementary school, and the elementary teacher, the elementary students, and (name of High School).

Signed _______________________________ ________________________________Student Parent/Guardian

Parental Permission for TransportationAs parent or legal guardian of __________________________, I give my permission for him/her to use his/her own transportation or to ride with another student to and from the assigned elementary school as a part of the course of study for Education Assistant.

Signed ____________________________________(Parent/Guardian)

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Week____ Ed. Asst. Name____________________________Elem. School________________

Monday Classroom Task(s)- Reading Mentor Tasks- Date

Time In:

Time out:

Tuesday Classroom Task(s)- Reading Mentor Tasks-Date

Time In:

Time out:

Wednesday Classroom Task(s)- Reading Mentor Tasks-Date

Time In:

Time out:

Thursday Classroom Task(s)- Reading Mentor Tasks-Date

Time In:

Time out:

Friday Classroom Task(s)- Reading Mentor Tasks-Date

Time In:

Time out:

Ed. Asst.____________________________ Elementary Teacher____________________________ signature signature

Ed. Asst. are to place signed form in district mail, addressed to their EA instructor each Friday (or last day of school week) before leaving the elementary school. This signed form acts as your timesheet for the week and a list of activities---if you do not turn this accountability sheet in your grade will be significantly impacted. See reverse side for additional assignments.Elementary Teacher Comments:

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Education Assistant (place school and contact information here, i.e. phone and fax

numbers, FCS teacher email, etc.)